Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
La Sunra
English Language Education Study Program, Graduate Program, Universitas Negeri Makassar
Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Critical Reflection in Peer Feedback: Assessing the Evaluative Quality of Peer Comments in Collaborative Writing Tasks Arif Putra Yogesi; La Sunra; Muh. Tahir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.10718

Abstract

Peer feedback is an integral part of collaborative writing; nevertheless, the evaluative depth of student comments is often limited. This study examines the quality of peer feedback among 15 participants in a mixed-age English language course where age differences and social hierarchy may influence evaluative interaction. This research employs Qualitative Content Analysis (QCA) and centers around two primary questions: to what extent do student peer comments reflect critical engagement versus technical corrections (RQ1), and what are the common patterns of evaluative reasoning (RQ2). Data were collected via a Peer Feedback Worksheet designed and assessed by an evaluation rubric, from Level 1 (Corrective) to Level 3 (Strategic). The results reveal that roughly 60% of student comments were superficial, largely addressing minor technical issues such as spelling and grammar. Qualitative patterns imply that social dynamics, notably age seniority and a need for social civility, greatly inhibit students from giving strategic, high-quality comments. The younger participants were uncomfortable evaluating their older peers, resulting in a “safety-first” approach to their reasoning. The study suggests that language proficiency is not sufficient for effective peer feedback and that educational interventions should target social-emotional feedback literacy to enhance deeper critical reflection in different EFL settings. The study also highlights the importance of social-emotional feedback literacy in improving peer-feedback pedagogy in EFL contexts.
University Students’ Perceptions of AI-Assisted Language Learning Scaffolding in Reducing L1 Reliance During Authentic English Speaking Sutrah; Aulia Aziza Billah; La Sunra
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8919

Abstract

Developing authentic English-speaking skills, defined here as the ability to communicate spontaneously and appropriately in real-world contexts, and reducing dependency on the first language (L1) are significant challenges for Indonesian EFL learners. This study investigates university students' perceptions of using AI tools like ChatGPT and Google Gemini as scaffolding to mitigate L1 reliance and foster such authentic speaking practice. A mixed-methods explanatory sequential design was employed, beginning with a descriptive survey of 50 Indonesian EFL students, followed by in-depth interviews with 6 participants. Quantitative findings revealed that students positively perceived AI-driven scaffolding, its role in reducing L1 dependency, and its contribution to enhancing authentic communicative competence. Qualitative analysis, framed by Sociocultural Theory, the Technology Acceptance Model (TAM), and Skill Acquisition Theory, uncovered three central themes: AI as a dynamic scaffold within the Zone of Proximal Development (ZPD), its effectiveness in driving learner autonomy, and its role in fostering communicative autonomy. The study concludes that AI-assisted scaffolding is perceived as an integrated technological support system that effectively addresses the cognitive, affective, and practical dimensions of L1 dependency, thereby promoting authentic English-speaking proficiency. These findings suggest practical implications for EFL pedagogy, advocating for the strategic integration of AI tools as complementary scaffolds in resource-constrained educational contexts to bridge the gap towards independent and authentic communication.
Indonesian EFL Teachers' Strategies for Integrating Character Values and Local Culture: A Review of Implementation and Learning Outcomes Muhammad Agung; Nur Ayu Budiarty; La Sunra
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9021

Abstract

This systematic review synthesizes findings from 23 empirical studies (2023–2025) on how Indonesian EFL teachers integrate local culture and character values into their pedagogy or instructional strategy, following the PRISMA protocol. It addresses a gap in the systematic consolidation of evidence regarding the methods and effectiveness of such integration. The analysis reveals that teachers predominantly utilize local folktales (19 out of 23 studies) as the primary medium for embedding local culture and character values, with research concentrated at the Junior High School level. Vocabulary achievement emerged as the most frequently measured learning outcome, highlighting its role as a foundational skill effectively supported by narrative contexts. The study provides a framework linking the narrative structures of folktales to pedagogical strategies for promoting cultural and character education into EFL classroom. A key practical implication is the need for targeted professional development programs to train teachers in systematically leveraging local folklore. This review’s primary contribution is establishing a foundation for future empirical research to quantitatively assess the efficacy of culturally integrated EFL approaches, thereby bridging national educational mandates with classroom practice.
Co-Authors Arif Putra Yogesi Aulia Aziza Billah Muh. Tahir Muhammad Agung Nur Ayu Budiarty Sutrah